大学生英语学习动机、策略、歧义容忍度对学业成绩影响的实证研究

An Empirical Study on the Effect of Motivation,Strategy and Ambiguity Tolerance on College Students' English Learning Achievements

大学生英语学习动机、策略、歧义容忍度及人口统计学变量中,学习者的性别、学校类型、专业、形式操练策略因子、母语策略因子及歧义容忍度7个预测变量对英语成绩有显著的预测作用,路径分析得到6条显著路径对学业成绩可达。其中,歧义容忍度和学习策略是影响学业成绩的两个直接变量,同时学习策略又作为歧义容忍度和学习动机影响学业成绩的一个中介变量存在,而学习动机对学业成绩并不构成直接影响。

Amongst EFL learner factors, such as learning motivation, learning strategy, tolerance of ambiguity and demographic variables as well, learner＇s sex, university type, major, form-focused strategy and mother-tongue-avoidance strategy predict English achievement test scores significantly. Path analysis depicts 6 significant paths which are reachable to achievement test scores, amongst which tolerance of ambiguity and EFI. learning strategy are two direct variables affecting achievement test scores. Also, learning strategy mediates in the action of tolerance of ambiguity and learning motivation affecting school achievements, whereas learning motivation is just an indirect influencing variable.